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Intervene

[PARTY SOUNDS] STUDENT 1: Do you know them? Do you know her?
STUDENT 2: Yeah. That's Rachel.
STUDENT 1: You might want to check on her. She looks out of it.
STUDENT 2: Oh. OK. Hey, girl. How's it going?
RACHEL: Yeah. I'm having a really good time. This is Corey. He's in my study group. We're good.
COREY: Hey.
STUDENT 2: I'm gonna get you some water. Hey, guys. Look at Rachel. She's wasted. I don't think she knows what she's doing.
STUDENT 3: She looks blackout right now.
STUDENT 4: Yeah. I saw them doing shots earlier.
STUDENT 5: Maybe she wants to hookup with him. I've heard her mention him before.
STUDENT 4: He is cute.
STUDENT 2: Maybe she does. But she's too drunk to know what's going on.
STUDENT 6: I think he knows it.
STUDENT 2: We can't let them go upstairs.
STUDENT 3: Why don't we take her to the bathroom?
STUDENT 4: We should distract him. Pong?
STUDENT 2: Rachel, we have to tell you something. Come to the bathroom with us.
STUDENT 6: Corey. Come play some pong with us. We need you on our team, bro.
[LOUD MUSIC]
STUDENT 7: This is taking forever.
STUDENT 8: It'll be worth it. These guys always throw good parties.
KEISHA: Thanks for getting me to come out tonight.
STUDENT 9: Of course. Glad you could make it. You're really going to like Dave.
STUDENT 10: Hold on. Hold on.
STUDENT 9: Wait for Keisha. What's going on?
STUDENT 10: She can't come in.
STUDENT 9: Why?
STUDENT 10: Sorry. We're, uh-- we're full.
KEISHA: Seriously?
STUDENT 7: Wait. Is he not letting her in because she's black?
STUDENT 9: Are you kidding me?
KEISHA: Look, if you guys want to go in, go ahead.
STUDENT 7: No. We don't want to be here without you. Come on. Let's go someplace else.
STUDENT 9: Hey, maybe we should tell somebody about this.
STUDENT 8: I think we should tell everybody about this. Asshole.
STUDENT 11: What just happened?
STUDENT 12: I can't believe this is on the test. He didn't even cover this in class.
STUDENT 13: He did cover it in class. You fell asleep, remember? You were drooling on your shirt there and I woke you up.
STUDENT 12: Whatever.
STUDENT 13: Look, we're running out of time. Let's make the most of it.
[PHONE VIBRATES]
STUDENT 12: Um, well, looks like you're own. I need a white t-shirt. Shit. Where's my shirt?
STUDENT 13: Dude. It's right there. What about the test? It's first thing in the morning and we-- I can't believe they keep making you do this in the middle of the week.
STUDENT 12: Look, you know I can't talk about it. I know that you didn't have to go through this, but-- I gotta go.
[DOOR OPENS]
I'm sorry, dude. Go back to sleep.
STUDENT 13: You OK? What did they make you do this time? Look at you. You can't keep going like this.
STUDENT 12: They keep telling me it's almost over. I don't know. And I don't want to get anybody in trouble. And I can't talk about it.
STUDENT 13: You don't need to talk about it. I can see what's going on. I'm sure you're not the only one who hates this. I know you don't want to get anybody in trouble. But you're falling asleep during the day, missing classes. This is messed up. Don't tell me you need to do this to bond with them.
STUDENT 12: I just want it to stop.
STUDENT 13: OK.
STUDENT 14 (PHONE CALL): Man, that's the worst. What do you think you're going to do?
STUDENT 15: I don't know what I'm going to do. I thought I knew what I was doing. But clearly, I don't. And I'm questioning everything now. And I don't even know if I should be here.
STUDENT 14 (PHONE CALL): Of course you should be there. Just calm down.
STUDENT 15: I can't calm down. You-- you have no idea what it's like here. You're not helping. I have to go.
STUDENT 16: Hey. Sorry if this is awkward. I-- I know we don't really know each other. But um, I couldn't help but overhear. Are you OK?
STUDENT 15: I'm having a really shitty week.
STUDENT 16: I've been there. I-- I mean, we've all been there.
STUDENT 15: Clearly, Professor Lawrence thinks I'm an idiot.
STUDENT 16: I've had him. He is such a hard ass. Don't take it personally.
STUDENT 15: No, it is personal. He hates everything I've done. I have to start all over and there's no time. I'm screwed.
STUDENT 16: Yeah. Sounds like it. No, no, no, no, no. I-- I mean, that sucks. But reworking it is all part of the process, right? As-- as frustrating and-- and as shitty as it is--
STUDENT 15: There's not enough time. I have six other things I need to get done. I've been stressed out for so long, I don't even remember what it feels like to relax.
STUDENT 16: That's a lot. Sounds like you've been dealing with this for a long time. Hey, I-- I don't know what's best for you, but do you think it might be helpful to talk to somebody on campus, like a-- an adviser, or a counselor?
STUDENT 15: No. I don't think so. I'm not even sure I should be in this program anymore.
STUDENT 16: Remember, you got into this program. You deserve to be here. Look, some semesters are harder than others. It doesn't mean you don't belong here. Have you tried talking to Lawrence?
STUDENT 15: No matter what he tells me, there's not enough time to fix it. I have so much going on. And I can't manage it all. I don't even know where to start.
STUDENT 16: Sometimes it helps just to deal with one thing at a time. Maybe just focus on this right now. Look it's not like I'm the best student in the world. And I'm not trying to tell you what to do. But I know that when you're so overwhelmed, it's hard to know what to do. There are people in your program who can help you with writing or-- or time management.
STUDENT 15: I don't want them to know I'm having such a hard time.
STUDENT 16: Yeah. I get that. Let me let you in on a little secret. Lots of people get help. When I was feeling overwhelmed, I went to my program. And they helped me get back on track.
STUDENT 15: Well, I don't know.
STUDENT 16: One thing I've learned is that, it's been a big help for me, just recognizing when you need a little help. Don't be so hard on yourself. You'll get through this.
NICK: So I think, really, the best way for me to explain this is to do a demonstration. In the name of efficiency, Caroline, you've got this already. So why don't you hang back and clean up the library, so that when we get back we can all get started right away. Is that OK? Thanks. You're the best. OK, guys. Come with me.
STUDENT 17: You know what? I'm gonna-- I'm gonna stay back too. It'll be faster that way.
STUDENT 18: Yeah. Me too. We'll catch up in a minute.
NICK: It's too bad she has to cover all that up with a lab coat.
CAROLINE: Seriously?
STUDENT 17: I can't believe you just said that. Man, he is such an asshole.
STUDENT 18: It's not OK. He keeps saying stuff like that. And it's just not OK.
CAROLINE: I know. A couple of weeks ago at that conference he told me that my glasses made me look sexy and intelligent. It made me feel really uncomfortable.
STUDENT 17: Yeah, this post-doc is out of line.
STUDENT 18: He's always asking you to stay back and clean up for everybody.
CAROLINE: Yeah. Exactly. It's frustrating not being able to see the demonstrations. It definitely puts me at a disadvantage.
STUDENT 17: And it's unfair. Hey, we want to help.
STUDENT 18: Yeah. Maybe we could talk to Dr. Singh together?
CAROLINE: What if that makes things worse?
STUDENT 17: Well, it's been going on for long enough now. Won't change unless we actually do something.
CAROLINE: What would Dr. Singh even do?
STUDENT 18: Well, he could talk to Nick. He could tell him to stop. He is his boss.
CAROLINE: Thanks. I'll think about it.
STUDENT 17: Whatever you decide, we've got your back.
STUDENT 18: Yeah.
CARLOS: Hey. I got you your favorite.
STUDENT 19: Oh. Thanks. You're the best.
CARLOS: It's been forever. I'm glad we're finally getting together.
STUDENT 19: Sorry. I've just been so busy. Eric has practice three nights a week. And he's been really stressed. I've been helping him study. And we just started going to the gym together. He's helping me lose a few pounds before spring break.
CARLOS: Wow. Sounds like Eric's busy. How are you doing?
STUDENT 19: I'm fine. Good.
CARLOS: It's so good to see you. Everyone's been wondering where you've been.
STUDENT 19: Eric's got a lot going on. He needs me.
CARLOS: So you're still talking about Eric. I want to know how you're doing.
[PHONE VIBRATING]
STUDENT 19: Sorry. I have to answer this.
CARLOS: Is that Eric?
STUDENT 19: Mh hmm.
CARLOS: Does he always text you this often?
STUDENT 19: Yeah. He just likes to check in on me.
CARLOS: You've gotten like three texts from him in the last two minutes. Is everything OK? Is this still a good time to talk?
STUDENT 19: Yeah. Sorry. He's just being annoying. He just gets a little jealous sometimes. You know how it is. I'm sure Nate likes to know where you are during the day.
CARLOS: Um. Actually, no. Sure we check in sometimes. But we both have our own stuff going on during the day. Ever since you started dating Eric, you haven't been around much. It seems like he's controlling what you do. Even now, we can't talk, because he's texting you every three seconds.
STUDENT 19: It's not a big deal. He just really loves me.
CARLOS: But does he trust you? It doesn't seem like it.
[PHONE VIBRATING]
STUDENT 19: He's just being protective of me.
CARLOS: I'm sorry. But it seems like way more than that. This is manipulative. It's not healthy. You can't even have a cup of coffee with your friend. Look, we all really miss you. And we're worried about you. Something just doesn't feel right.
[PHONE VIBRATING]
STUDENT 19: I'm fine. Why won't you believe me?
[PHONE VIBRATING]
I love him. This is a big deal for me. I can't believe you're not being supportive. Carlos, I'm sorry. I have to go.
CARLOS: What? We've been here for five minutes. And you're leaving already?
STUDENT 19: I know. I have to go, I'm sorry.
CARLOS: Look, believe me or don't. But I think you should talk to someone about this. There are people on campus who can help you. I'm worried. Please, consider talking to someone. You know, I'm always here for you.
[PHONE VIBRATING]
STUDENT 19: I have to go.
CARLOS: OK.
STUDENT 19: Hey.
CARLOS: Hi. It's nice to see you.
STUDENT 19: Can sit for a second?
CARLOS: Sure.
STUDENT 19: So I know we haven't talked in a while, but I've been thinking about what you said.
CARLOS: Oh. Yeah?
STUDENT 19: Things have gotten really bad with Eric. I think you're right. And I'm going to talk to somebody on Tuesday.
CARLOS: Good. That's good.
STUDENT 19: I was wondering, would you be willing to go with me?
CARLOS: Of course I'll go with you.
STUDENT 19: Thanks. It's been really hard.
CARLOS: I know it has.
[LOUD MUSIC]
STUDENT 20: Dude.
GREG: Oh, man. I'm sorry. Come-- come here, man. I love you.
STUDENT 20: Oh, man. Looks like you had an early start.
GREG: Who wants to do shots?
STUDENT 21: I do.
GREG: Whoo.
[LOUD MUSIC]
JORDAN: Hey, Greg. Let's chill for a minute. Dude, have some water.
GREG: No, I don't want any wa-- hey-- hey, man. I feel great. I-- I feel fine. I'm fine. How-- how-- how are you?
[LOUD MUSIC]
STUDENT 22: Greg.
JORDAN: Just prop him up and let him sleep it off.
STUDENT 22: I don't think that's a good idea. He's passed out. He drank like half a bottle of vodka before we got here. And I think we need to call for help.
JORDAN: Prop him up on his side. We don't want to get anyone in trouble. And everyone will be pissed.
STUDENT 23: Look, I'm friggin shitfaced too, and even I know he looks like a freaking ghost. He hasn't stopped doing shots since we got here and now, look at him. He's totally fucked up. This is serious.
JORDAN: He'll be pissed. He'll be pissed if we call--
STUDENT 22: Look, what's worse? Making the call and pissing him off? Or not making the call and something bad happens?
STUDENT 23: It's the right thing, guys. And I'd do it, but I'm too wasted. Jordan, you do it.
JORDAN: Ah, shit. All right. But if he's pissed, I'm blaming you.
911 OPERATOR (PHONE CALL): 911 What is your emergency?
JORDAN: I think this is an emergency.
911 OPERATOR (PHONE CALL): OK, sir. Where's your emergency?
JORDAN: I don't know. But my friend is-- he's pretty drunk.
911 OPERATOR (PHONE CALL): Can you tell me, is your friend responsive?
JORDAN: Well, actually, he's passed out. He won't wake up. I'm not sure. But we think he needs help.
911 OPERATOR (PHONE CALL): OK. We'll send an emergency vehicle immediately to your location. Tell me your address.
[SIRENS]
JORDAN: Hey, man. I'm sorry. I just--
GREG: No. I know. It-- It's OK. You did the right thing. It was pretty bad. Don't worry about.
JORDAN: I'm glad you're OK. I got to go to class.
GREG: Yeah. I'll-- I'll see you later.

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Produced by the Skorton Center for Health Initiatives in collaboration with the Cornell Interactive Theater Ensemble, Intervene uses brief scenarios to demonstrate ways in which student bystanders can successfully intervene in problematic situations. Seven different situations are addressed, including sexual assault, sexual harassment, intimate partner violence (emotional abuse), hazing, an alcohol emergency, emotional distress, and bias. The video is intended to be used with students who already have some exposure to the college social environment, and is not intended to be used during new student orientation. A facilitator discussion guide and the results of a randomized control trial evaluation are also provided on the program web site.

The materials are informational and educational in nature, and are intended to be used as developed and prepared by the Skorton Center for Health Initiatives. The video content is not to be modified, altered, or revised in any way. Cornell University makes no representation or warranty express or implied regarding any particular outcome from the use of the materials. Use is permitted with attribution to developers.